Achievement vs. Engagement: Providing Support in Socially Disadvantaged Schools
Saved in:
| Title: | Achievement vs. Engagement: Providing Support in Socially Disadvantaged Schools |
|---|---|
| Language: | English |
| Authors: | Jana Obrovská (ORCID |
| Source: | British Educational Research Journal. 2025 51(2):1039-1072. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Low Income Students, Disadvantaged Schools, Disadvantaged Youth, Advantaged, Learner Engagement, Academic Achievement, Equal Education, Elementary School Students, Elementary School Teachers, Secondary School Teachers, Secondary School Students, Attendance, Student Motivation, Discipline Problems, Experiential Learning, Educational Finance, Educational Practices, Program Development, Program Effectiveness |
| Geographic Terms: | Czech Republic |
| DOI: | 10.1002/berj.4105 |
| ISSN: | 0141-1926 1469-3518 |
| Abstract: | Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-COVID-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466324 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-COVID-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested. |
|---|---|
| ISSN: | 0141-1926 1469-3518 |
| DOI: | 10.1002/berj.4105 |
